This Grab and Go Practice #14 is part of a series helping students, parents, teachers, and job developers create customized employment opportunities for students with disabilities. This issue focuses on the critical supports necessary for a person with disabilities to experience success after they have been hired and started work.
This helpful resource from ACHIEVE at Highline was created to provide a student with an opportunity for career exploration and skill development, and allows the involved parties to be in agreement about the various roles and responsibilities.
This study examined the vocational outcomes achieved by 9,432 transition-age (17-26 years old) supported employees with intellectual disability served by state-federal vocational rehabilitation programs throughout the United States in 2015.
This Grab and Go Practice is part of a series helping students, parents, teachers, and job developers create customized employment opportunities for students with disabilities. Career counselors highly recommend that students research both the jobs that they are interested in and local employers within those fields. This guide reviews how to research employers. This ready-to-use chart accompanies Grab and Go Practices #8, Customized Employment-- Employer Research.
This Grab and Go Practice is part of a series helping students, parents, teachers, and job developers develop customized employment opportunities for students with intellectual and developmental disabilities. For students who have difficulty obtaining paid work through traditional methods, a customized employment approach can provide a more thoughtful, individualized plan that meets the needs of both the job seeker and the employer. This publication focuses on the the discovery phase, which is the foundation to customized employment.
This Grab and Go Practice is part of a series helping students, parents, teachers, and job developers create customized employment opportunities for students with disabilities. Learning about a student can help team members identify specific career focus areas that can be explored further through career exploration activities. It is important that students explore different types of jobs and career fields so they can make an informed decision on what type of work they want to do in the future. This publication provides guidance in how to do this.
This guide provides suggestions about various strategies postsecondary professionals can use to assist students in developing personal competencies that will increase their chances of success. Part I of this guide provides an overview of personal competencies that all students need for college and career success as well as additional competencies for students with disabilities. Part II describes what colleges can do to build student competencies.
The Foundational Skills for the College and Career Learning Plan (CCLP) can be used to structure college experiences, including course work, employment, internships, on campus activities, volunteer and service learning experiences, and more. The CCLP is a goal setting and assessment tool designed to drive learning and productivity on campus, during internships and on the job. It can be used to structure the goal setting and to track and document the achievement of foundational skills.
WorkKeys is a skills assessment system developed by the ACT to measure employability skills, including foundational and soft skills. This one page sheet details areas of assessment in three different areas.
This Institute for Community Inclusion Institute Brief describes quality employment practices for individuals with autism spectrum disorders (ASD). The brief discusses considerations for placement planning and assessment, environmental demands placed on an individual with ASD in the workplace, organizational demands, job development strategies, applications, and recommended areas of practice.
